1. Phonics and Reading Meldreth Primary School 2015

2. Letters and Sounds Teach children how to hear and say sounds. Daily teaching of letters, letter names, the sounds they make and how to write them. Help children to build a sight vocabulary of common words We teach the skills of reading and spelling How to blend sounds to read words and segment words into sounds in order to spell them.

3. Some definitions….. A phoneme is the smallest unit of sound in a word. A grapheme is letter(s) representing a phoneme. tai er

4. Tricky Words There are some common words which are not decodable using phonics, this means pupils have to simply learn to recognise and recall them. Phase 2 Star words, I no go to the In our school we call these words star words.

5. Articulation Does it really matter how phonemes are pronounced? Some children pick up the skill of blending very quickly even if the phonemes are not cleanly pronounced. However, we have found that for other children pronouncing the phonemes in, for example, cat as ‘cuh-a-tuh’ can make learning to blend difficult. It is therefore sensible to articulate each phoneme as cleanly as possible.

6. Teaching approaches Order and pace Flexibility Making a good start Multi-sensory- not worksheet based Teaching sequence

7. Multi Sensory approach Children need lots of opportunity to play with the letter shapes, in the sand, water, magnetic letters, on the computer. Phonemes can be introduced alongside actions for a multisensory approach

8. Teaching sequence Phase One-environmental, rhythm and rhyme, oral blending and segmenting. Should continue throughout all stages. Phase Two- introduce grapheme-phoneme correspondence (Foundation Stage). Introduces 19 g-p correspondence. Oral blend and segment VC and CVC words Songs (oral), what’s in the box, buried treasure Phase Three teach one of each 44 phonemes in order to read and spell regular words. Some digraphs

9. Teaching sequence Phase Four teach children to read and spell words containing adjacent consonants consolidates, applying to reading unfamiliar text and in spelling Phase Five teaching children to recognise and use alternative ways of pronouncing graphemes and spelling phonemes (throughout Year One) for example ‘ai’ (rain) same as ‘ay’ (pay) ‘a-e’ (cake). Also those that look the same for example ‘ow’ (cow) and ‘ow’ (snow) Phase Six children become fluent readers and increasingly accurate spellers. They shift from learning to read to reading to learn. They are taught past tense, suffixes (ful, er, est, ly, es, s, ness).

10. Definitions Phonics- broad term Phonemes-smallest unit of sound c-a-t Graphemes-symbol of phoneme ai igh th Digraphs 2 letter graphemes (2 letters making 1 phoneme) sh ea Trigraphs 3 letter graphemes igh Split digraph letter has come between 2 letter digraph cake Segmenting breaking words into phonemes (to spell) Blending building words from phonemes (to read)

11. Teaching approaches Fishing for phonemes Hopscotch phonics Noisy letters What’s in the box Washing line Bingo Websites- phonicsplay, ictgamesphonicsplayictgames Since 2012 a new ‘phonics check’ has been completed nationally at the end of Year One

12. Sound buttons Look at the words and decide how many phonemes are in each word Tip- cat has 3

13. WordCan you segment the sounds in these words? sun s u n shelfsh dress think ring rabbit

14. Reading in school Emphasis in school is on teaching reading skills specifically through guided reading sessions, as well as class teaching.

15. Helping your child at home A little goes a long way- 10 minutes 4/5 times a week is ideal. Try to avoid busy nights. Find a comfortable spot away from distractions or possible interruptions. Children often enjoy reading the same book over and over again-try to stay interested as the repetition will build confidence. Read to your child. Build vocabulary and understanding of story structures alongside phonics

16. Reading at home Explore the front cover Walk through the book first Share the reading (assisted blending, my turn, your turn) Read the book several times. 3 times to avoid the ‘limp-a-long’ 1) decode 2) comprehension 3) story tellers voice

17. When children become stuck Don’t jump in too quickly! Give children time to think and encourage them to use all the available information Phonics first ‘sounding out’ Re-read the sentence until you reach the unknown word then use the first sound in that word together with the picture Refer back to high frequency flashcards (Star words) If your child is still unable to read the word, then you read it. Ensure that your child re-reads the sentence correctly. Understanding text (reading comprehension) is the ultimate aim.